The Pennsylvania System 
of School Assessment 



20052006 


Science Item and Scoring Sampler 


Grade 4 


Pennsylvania Department of Education Bureau of Assessment and Accountability 20052006 



TABLE OF CONTENTS 

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 
General Description of 2-point Science Scoring Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . 4 
Science Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 
Grade 4 Science Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 
Grade 4 Open-Ended Item. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 
Item-Specific Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 

Grade 4 Science Item Sampler 20052006 


Grade 4 Science Item Sampler 20052006 


INTRODUCTION 

General Introduction 

The Department of Education provides districts and schools with tools to assist in delivering focused 
instructional programs aligned to the state assessment system. These tools include assessment anchor 
documents, assessment handbooks, and content-based item and scoring samplers. This 20052006 Science 
Item and Scoring Sampler is a useful tool for Pennsylvania educators in the preparation of local instructional 
programs and the statewide PSSA assessments. 

Whats Included 

This item and scoring sampler contains science multiple-choice and open-ended items. These items are 
examples of science items that may be used to assess student performance on the PSSA. These items provide 
an idea of the types of items that will appear on the operational Spring 2008 PSSA. Each item has been 
through a rigorous review process to ensure alignment with the Assessment Anchors and State Standards, but 
they have not been reviewed by Pennsylvania teachers or administered in Pennsylvania schools. 

Purpose and Uses 

The items in this sampler may be used as examples for creating assessment items at the classroom level, 
and they may also be copied and used as part of a local instructional program.* Classroom teachers may 
fi nd it beneficial to have students respond to the open-ended item in the sampler. Educators can then use the 
sampler as a guide to score the responses either independently or together with colleagues within a school 
or district. 

Item Format and Scoring Guidelines 

The multiple-choice items have four answer choices. A correct response to each multiple-choice item is 
worth 1 point. 

Each short open-ended (SOE) item is designed to take about ten minutes to complete. However, during an 
actual testing event students are given additional time as necessary to complete the test items. The open-ended 
items in science are scored with item-specific scoring guides on a 02 scale. An item-specific scoring guide is 
presented within this sampler and is similar to those which will be used to score open-ended items in future 
PSSA science assessments. 

Also included is the General Description of Scoring Guidelines used to develop the item-specifi c guides. 
The General Description of Scoring Guidelines should be used to develop any item-specific scoring guides 
created for use within local instructional programs.* 

* The permission to copy and/or use these materials does not extend to commercial purposes. 
Grade 4 Science Item Sampler 20052006 


GENERAL DESCRIPTION OF 2-POINT SCIENCE SCORING GUIDELINES: 

2  The response demonstrates a thorough understanding of the scientific content, concepts, and 
procedures required by the task(s). 

The response provides a clear, complete, and correct response as required by the task(s). 
The response may contain a minor blemish or omission in work or explanation that does not 
detract from demonstrating a thorough understanding. 


1 The response demonstrates a partial understanding of the scientific content, concepts, and 
procedures required by the task(s). 

The response is somewhat correct with partial understanding of the required scientifi c content, 
concepts, and/or procedures demonstrated and/or explained. The response may contain some 
work that is incomplete or unclear. 

0  The response provides insuffi cient evidence to demonstrate any understanding of the 
scientific content, concepts, and procedures as required by the task(s) for that grade level. 

The response may show only information copied or rephrased from the question or 
insuffi cient correct information to receive a score of 1. 


Special Categories within zero reported separately: 

BLK  Blank, entirely erased, or written refusal to respond 
OT  Off task 
IL  Illegible 
LOE  Response in a language other than English 

Grade 4 Science Item Sampler 20052006 


SCIENCE REPORTING CATEGORIES 

Science scores are reported in four categories: 

A  The Nature of Science 
B  Biological Sciences 
C  Physical Sciences 
D  Earth and Space Sciences 


Sample Items 

The science stand-alone multiple-choice items begin on page 6. Each item is preceded by the Assessment 
Anchor and eligible content coding. Answer options AD are followed by a brief analysis or rationale. 
The correct answer is indicated by an asterisk (*). 

One stand-alone 2-point SOE item follows the multiple-choice items. It is displayed with an item-specifi c 
scoring guide and samples of responses with scores and annotations. 

Grade 4 Science Item Sampler 20052006 


SCIENCE 


B.1.1.5 

Use the diagrams below to answer question 1. 


1. Which statement correctly compares these life cycles? 
A Butterflies lay eggs and grasshoppers do not lay eggs. 
B Butterflies have wings throughout their life cycle and grasshoppers do not. 
C Butterflies have more legs as adults than do grasshoppers as adults. 
D Butterflies go through more body-shape changes than do grasshoppers.* 


A Butterflies and grasshoppers both lay eggs. 
B Neither butterflies nor grasshoppers have wings throughout their life cycles. 
C Butterflies and grasshoppers both have six legs. 
D Key: Butterflies go through one more body-shape change than do grasshoppers. 


Grade 4 Science Item Sampler 20052006 


SCIENCE 


A.2.1.1 

Use the table below to answer question 2. 


2. 
A student set up an experiment with bean plants. The table shows information from the 
experiment. Which question best describes what the student was trying to answer? 
A How does cold air affect bean plant growth? 
B How does the amount of light affect bean plant growth? * 
C How does the soil moisture affect bean plant growth? 
D How does sand affect bean plant growth? 


A 
Both plants were exposed to the same temperature, 22C (72F). This is not a variable that was 
tested. 

B 
Key: The only condition that changed in this experiment was the amount of light exposure for 
each plant. Light exposure is the variable that was tested. 

C 
Both plants received 20 mL of water daily. The amount of water is not a variable that was tested. 

D 
Both plants were planted in soil with equal amounts of sand and clay. This is not a variable that 
was tested. 

Grade 4 Science Item Sampler 20052006 


SCIENCE 


C.2.1.3 

Use the experimental setup below to answer question 3. 


3. 
A student wants to complete the circuit to make only bulb X light up. Where could a wire 
be attached? 
A point 1 and point 5 
B point 2 and point 3 
C point 2 and point 5 * 
D point 3 and point 6 


A If the student connects point 1 and 5, the circuit is not completed. Neither bulb will light up. 
B If the student connects points 2 and 3, both bulbs will light up. 
C Key: By connecting points 2 and 5, a complete circuit is created. Only bulb X will light up. 
D By connecting points 3 and 6, a complete circuit is formed. However, bulb Y will light up, 


not bulb X. 

Grade 4 Science Item Sampler 20052006 


SCIENCE 


4. 
Which example is a physical feature that is 
passed on to offspring? 
A talking 
B walking 
C sharp beak * 
D loose tooth 


A Talking is a learned behavior. 
B Walking is a learned behavior. 
C Key: A sharp beak is a physical feature 
that is inherited. 
D Straight or crooked teeth are inherited 
traits, but loose teeth are due to either the 
growth process or an accident. 

D.3.1.2 

5. 
Which example requires one Earth year to 
complete? 
A Earth rotating once on its axis 
B Earth revolving once around the Sun * 
C the Sun rotating once on its axis 
D the Sun revolving once around Earth 

A Earth rotates on its axis once every 23 
hours and 56 minutes. 
B Key: A year is the amount of time it takes 
Earth to revolve around the Sun one time. 
C The Sun rotates on its axis approximately 
once every 27 Earth days at its equator. 
Near its north and south poles rotation 
takes longer, approximately 35 Earth days. 
D The Sun does not revolve around Earth. 
Earth revolves around the Sun. 

B.3.3.3 

6. 
Which animal most likely competes with 
humans for grain? 
A mouse * 
B hawk 
C spider 
D wolf 


A Key: A mouse is an omnivore. It will 
eat grain. 
B A hawk is a carnivore. It will eat the 
mouse, but not grain. 
C A spider is a carnivore. It does not 
consume grain. 
D A wolf is usually a carnivore. It does 
not compete with humans for grain. 

D.1.3.2 

7. 
In which example is water vapor 
condensing? 
A water leaking from a faucet 
B water in a freezer changing to ice 
C water collecting on a leaf on a cool 

 night * 

D 
water in a puddle changing to gas 
during a hot day 

A Water leaking from a faucet is an 
example of liquid water moving. 
B Water changing to ice in a freezer is an 
example of a phase change, but it is not 
condensation. 
C Key: The water that collects on a leaf 
on a cool night is an example of a phase 
change. Water vapor condenses into 
liquid water drops (dew) on a cooler 
surface. 
D Water in a puddle changing to a gas 
during a hot day is an example of a 
phase change, but it is not 
condensation. 

Grade 4 Science Item Sampler 20052006 


SCIENCE 


C.1.1.2 

Use the illustrations below to answer question 8. 


8. 
A teacher had a box of objects. Two students put the objects into different groups based on 
a feature of the objects. The students grouped the objects in different ways. Which pair 
correctly describes how the students grouped the objects? 
A 
student 1: objects that are metals and objects that are not 
student 2: objects that are food and objects that are not 


B 
student 1: objects that are food and objects that are not 
student 2: objects that have round shapes and objects that do not 


C 
student 1: objects that have round shapes and objects that do not 
student 2: objects that hold materials together and objects that do not * 


D 
student 1: objects that hold materials together and objects that do not 
student 2: objects that are metals and objects that are not 


Grade 4 Science Item Sampler 20052006 


SCIENCE 


A 
Student 1 placed metal objects in both groups. Student 2 placed edible objects in only one group. 

B 
Student 1 placed inedible objects in both groups. Student 2 placed round-shaped objects in both 
groups. 

C 
Key: Student 1 placed all the round objects in group 1 and all other objects in group 2. Student 2 
placed all fasteners in group 2 and all other objects in group 1. 

D 
Student 1 placed fasteners in both groups. Student 2 placed metal objects in both groups. 

A.2.1.4 

Use the graph below to answer question 9. 


9. 
Which statement is a correct conclusion about the data in the graph? 
A The fastest race time shown was in 1976. 
B The slowest race time shown was in 2004. 
C Race times decreased between 1980 and 1988. * 
D Race times decreased between 1992 and 2004. 


A According to the graph, the race time in 2004 was the fastest recorded time. 
B According to the graph, the slowest recorded race time was in 1976. 
C Key: According to the graph, race times decreased from 22 seconds in 1980 to approximately 
21.8 seconds in 1984, and then to approximately 21.3 seconds in 1988. 
D Race times increased and then decreased between 1992 and 2004. 

Grade 4 Science Item Sampler 20052006 


SCIENCE 


C.3.1.3 

Use the map to answer question 10.


10. 
Two students compared the 
locations of their homes to the location 
of their school. Which statement 
describes where the students live? 
A 
Student 1s home is southeast of 
the school and east of student 2s 
home. 

B 
Student 1s home is southwest of 
the school and west of student 2s 
home. 

C 
Student 2s home is northeast of the 
school and east of student 1s home. * 

D 
Student 2s home is southeast of the 
school and west of student 1s home. 

A Student 1s home is northwest of the school 
and west of student 2s home. 
B Student 1s home is northwest of the school 
and west of student 2s home. 
C Key: In relation to the school, student 2s 
home is northeast. In relation to student 1s 
home, student 2s home is east. 
D Student 2s home is northeast of the school 
and east of student 1s home. 

Grade 4 Science Item Sampler 20052006 


SCIENCE 


Grade 4 Open-Ended Item Begins on the Next Page 


Grade 4 Science Item Sampler 20052006 


SCIENCE 


D.2.1.3 
This is a Short Open-Ended (SOE) question. It is worth two points. 

11. A thermometer is one instrument that is used to study weather. A thermometer measures 
the temperature of the air. 
A. Identify one other instrument that can be used to study weather. 
B. Describe what the instrument you identified in part A measures.
Grade 4 Science Item Sampler 20052006 


SCIENCE 


Item #11 

This item will be reported under Category D, Earth and Space Sciences. 
Assessment Anchors: 

D.2.1  Identify basic weather conditions and how they are measured. 
Specific Eligible Content addressed by this item: 

D.2.1.3  Identify appropriate instruments (e.g., thermometer, rain gauge, weather vane, 
anemometer, barometer) to study weather and what they measure. 
Scoring Guide: 

Score In response to this item, the student 
2 
demonstrates a thorough understanding of instruments used to study weather by 
identifying one instrument (other than a thermometer) that is used to study weather 
and correctly describing what it measures. The response is clear, complete, and 
correct. The response may contain a minor blemish (e.g., misspelled words) 
or omission in work or explanation that does not detract from demonstrating a 
thorough understanding. 
1 
demonstrates a partial understanding of instruments used to study weather by 
identifying one instrument (other than a thermometer) that is used to study weather. 
OR 
The response describes, in general, parameters that weather instruments (other than 
a thermometer) measure but does not identify (by name) any instrument in part A. 
OR 
The response demonstrates minimal understanding of the required scientifi c 
content, concepts, and/or procedures demonstrated and/or explained. The response 
may contain some work that is incomplete or unclear. 
0 
provides insufficient evidence to demonstrate any understanding of instruments 
used to study weather. Nothing is correct, relevant, or sufficient to earn a score 
of one. The response may show only information copied or rephrased from the 
question. 
BLK  Blank, entirely erased, or written refusal to respond 
OT  Off task 
IL  Illegible 
LOE  Response in a language other than English 
Scoring Guide is continued on page 16. 


Grade 4 Science Item Sampler 20052006 


SCIENCE 

Item #11 
Top-scoring Response: 


Part A Response 

rain gauge 

(1 score point) 

1 point for correct identifi cation. 

Part B Response 

A rain gauge measures the amount of rain that falls in it. 

(1 score point) 

1 point for correct description. 

Grade 4 Science Item Sampler 20052006 


SCIENCE 


Response Score: 2 

11. 
A thermometer is one instrument that is used to study weather. A thermometer measures 
the temperature of the air. 
A. Identify one other instrument that can be used to study weather. 
B. Describe what the instrument you identified in part A measures. 
The students response in part A is correct. 
The students response in part B is correct. 
Grade 4 Science Item Sampler 20052006 


SCIENCE 


Response Score: 1 

11. 
A thermometer is one instrument that is used to study weather. A thermometer measures 
the temperature of the air. 
A. Identify one other instrument that can be used to study weather. 
B. Describe what the instrument you identified in part A measures. 
The students response in part A is correct. 
The students response in part B is incorrect. A weather vane measures wind direction, 
not wind speed. 
Grade 4 Science Item Sampler 20052006 


SCIENCE 


Response Score: 0 

11. 
A thermometer is one instrument that is used to study weather. A thermometer measures 
the temperature of the air. 
A. Identify one other instrument that can be used to study weather. 
B. Describe what the instrument you identified in part A measures. 
The student used the same tool in part A that was given in the prompt. 
The student has provided no new information in part B. The students response repeats the 
wording of the prompt. 
Grade 4 Science Item Sampler 20052006 


Copyright 2005 by the Pennsylvania Department of Education. The materials contained in this publication may be 
duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication 
of materials for commercial use. 


